In the field of foreign language education, self-directed learning and personal self-concept are essential as t h ey can empower students to attain optimal success in language learning by engaging students to express their ideas confidently, think reflectively, and make use of language learning strategies. The main purpose of the present study was to investigate the role of self-directed learning and personal self-concept in reading comprehension. Moreover, the current study aimed to determine that whether self-directed learning and personal self-concept help to increase students’ scores in reading comprehension. The participants in this study were 170 EFL intermediate-level EFL students in two foreign language institutes named Diplomat and Safir in Tehran and Karaj. Gõni’s personal self-concept questionnaire and self-directed learning questionnaire were used and the students' reading skills were measured with the standard PET test. The obtained data were analyzed by multiple linear regression in SPSS software. Results of the study showed that there was a significant correlation between students’ comprehension scores and learners’ self-directed learning, but there was a little correlation between their self-concept and reading comprehension scores. Based on the research findings, it was concluded that self-directed learning has an important role in students’ comprehension, but not personal self-concept. It is possible to make students more successful in acquiring language skills by guiding students towards using self-directed strategies.
